La caracterización y clasificación del juego en la Educación Infantil a lo largo del tiempo
Play is older than all culture. Since ancient times, many intellectuals, philosophers and educators have highlighted and tried to define the role of play in education. An example of this was Plato, who reflected on the importance of regulated play for the transmission of culture through rules, highl...
| Autores: | , , , , |
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| Tipo de recurso: | capítulo de libro |
| Fecha de publicación: | 2024 |
| País: | España |
| Institución: | Universidad de Castilla-La Mancha |
| Repositorio: | RUIdeRA. Repositorio Institucional de la UCLM |
| OAI Identifier: | oai:ruidera.uclm.es:10578/40937 |
| Acceso en línea: | https://hdl.handle.net/10578/40937 |
| Access Level: | acceso abierto |
| Palabra clave: | Aprendizaje Educación Infantil Juego |
| Sumario: | Play is older than all culture. Since ancient times, many intellectuals, philosophers and educators have highlighted and tried to define the role of play in education. An example of this was Plato, who reflected on the importance of regulated play for the transmission of culture through rules, highlighting the transfer process between play situations and real life, and establishing that children from three to six years old should play in groups. Similarly, Aristotle, following the precepts of his mentor, referred to the value of play against sedentarism and in favour of intellectual and moral development to form free human beings. Later, during the 18th century, this ideal of freedom was precisely one of Rousseaus motivations to express his fascination with childrens play as a means of discovering the environment through experimentation, which kept children, born kind by nature, from being corrupted by the system. |
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